scholarly journals PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN BAHASA INGGRIS BERBASIS KKNI

2016 ◽  
Vol 8 (1) ◽  
pp. 20-36
Author(s):  
Imroatus Solikhah
Keyword(s):  
Quality Assurance ◽  
Content Analysis ◽  
Learning Outcomes ◽  
English Language ◽  
Curriculum Evaluation ◽  
Language Education ◽  
Qualitative Approach ◽  
Education Curriculum ◽  
English Language Education ◽  
English Curriculum

The objective of this study is to promote model English language education curriculum in reference to Indonesian Qualifiation Framework (IQF), practically KKNI-Based English Curriculum.  Curriculum evaluation implementing content analysis was used and qualitative approach that involved document analyses, interview, discussion, and workshop was utilized for data collection.  This study discovers that alignment of terms of CBC and KKNI-Based Curriculum is required, learning outcomes for institution and course learning outcomes are formulated prior to devise list of courses and course distribution.  Admittedly,  credits of the whole program and semesterly credits distribution are successivey determined.  The recent curriculum has put its quality assurance and it might be applicable to adopt.       

scholarly journals PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN BAHASA INGGRIS BERBASIS KKNI

2016 ◽  
Vol 8 (1) ◽  
pp. 20-36
Author(s):  
Imroatus Solikhah
Keyword(s):  
Quality Assurance ◽  
Content Analysis ◽  
Learning Outcomes ◽  
English Language ◽  
Curriculum Evaluation ◽  
Language Education ◽  
Qualitative Approach ◽  
Education Curriculum ◽  
English Language Education ◽  
English Curriculum

The objective of this study is to promote model English language education curriculum in reference to Indonesian Qualifiation Framework (IQF), practically KKNI-Based English Curriculum. Curriculum evaluation implementing content analysis was used and qualitative approach that involved document analyses, interview, discussion, and workshop was utilized for data collection. This study discovers that alignment of terms of CBC and KKNI-Based Curriculum is required, learning outcomes for institution and course learning outcomes are formulated prior to devise list of courses and course distribution. Admittedly, credits of the whole program and semesterly credits distribution are successivey determined. The recent curriculum has put its quality assurance and it might be applicable to adopt.

scholarly journals KURIKULUM PENDIDIKAN BAHASA DALAM PERSPEKTIF INOVASI PEMBELAJARAN

2020 ◽  
Vol 4 (1) ◽  
pp. 165-176
Author(s):  
Maman Suryaman ◽  
Tadkiroatun Musfiroh ◽  
Widyastuti Purbani
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Descriptive Analysis ◽  
Language Education ◽  
Analysis Method ◽  
Education Curriculum ◽  
State Identity ◽  
Study Programs ◽  
Innovative Learning ◽  
General Skills

Penelitian ini bertujuan untuk mendeskripsikan kurikulum bahasa dalam perspektif inovasi pembelajaran ditinjau dari Kerangka Kualifikasi Nasional Indonesia (KKNI) dan Standar Nasional Pendidikan Tinggi (SN-Dikti). Desain penelitian yang digunakan adalah deskriptif kualitatif dengan metode analisis isi. Sumber data berupa naskah Kurikulum Program Studi Pendidikan Bahasa Inggris dan Pendidikan Bahasa Prancis, Fakultas Bahasa dan Seni Universitas Negeri Yogyakarta. Instrumen berupa human instrument dilengkapi dengan lembar analisis untuk menelaah dokumen. Analisis data dilakukan secara deskriptif kualitatif dibantu kuantitatif. Kredibilitas penelitian dicapai melalui reliabilitas interater. Hasil penelitian ini adalah sebagai berikut. Pertama, profil lulusan belum dirumuskan berdasarkan realitas profesi yang ada di lapangan sehingga belum secara optimal dapat memberikan pemahaman tentang pengalaman belajar yang dirumuskan melalui capaian pembelajaran. Kedua, kompetensi belum dielaborasi secara lengkap dan relevan ke dalam capaian pembelajaran, profil lulusan, dan model pembelajaran. Ketiga, rumusan kompetensi sikap sudah menjadi bagian dari penyemaian dan pembentukan konsepsi dan perilaku individu tentang kesadaran identitas kebangsaan dan kenegaraan. Namun, kompetensi penguasaan pengetahuan, keterampilan khusus, dan keterampilan umum belum lengkap dan relevan dengan pembelajaran inovatif. LANGUAGE EDUCATION CURRICULUM IN LEARNING INNOVATION PERSPECTIVEThis study was aimed at describing the language education curriculum in the perspective of learning innovation at the Faculty of Languages and Arts, Yogyakarta State University in reference of Indonesian Qualifiation Framework (IQF) and National Higher Education Standards (NHES). The research design used descriptive qualitative and content analysis method. The data were obtained from the curriculum texts of English Language Education and French Language Education Study Programs. Human instrument equipped with an analysis sheet was used to review the data. The data then analyzed using the descriptive analysis method. The credibility of this study was achieved through an inter-rater reliability. The results show that: first, the profile of graduates has not been formulated based on the reality of the field profession so that it has not been able to optimally provide an understanding of learning experiences formulated through learning outcomes. Second, the competencies have not been elaborated completely and relevant into learning outcomes, graduate profiles, and learning models. Third, the formulation of attitude competencies has become part of the seeding and formation of individual conceptions and behaviors about national and state identity awareness, but the competence in mastering knowledge, special skills, and general skills is not yet complete and relevant to innovative learning.

scholarly journals A REVIEW OF THE DEPARTMENT OF ENGLISH LANGUAGE EDUCATION CURRICULUM DEVELOPMENT

2019 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Habib Habiburrahim
Keyword(s):  
Curriculum Development ◽  
Current Literature ◽  
English Language ◽  
Language Education ◽  
Education Curriculum ◽  
English Language Education ◽  
Educational Foundation ◽  
Practical Guidance ◽  
Development Methods ◽  
Banda Aceh

A review of the current literature on curriculum development elucidates that much of the existing work either: (i) focuses on the development of educational resources; (ii) rectifies the concept of curriculum; (iii) or identifies desirable features of development methods without providing any practical guidance that synchronizes the needs of any particular education systems and geographical status where students are living. This paper scrutinizes the development of the Department of English Language Education curriculum of Ar-Raniry State Islamic University (Universitas Islam Negeri Ar-Raniry Banda Aceh) Indonesia in line with Aceh context. It is flexible and evolutionary, and is soundly underpinned by proven theory and practices from contemporary curriculum development concepts. Systematically this article explores three pivotal aspects: educational foundation in Aceh, curriculum development in Indonesia, and an ideal curriculum of the Department of English Language Education, particularly in Aceh context.

scholarly journals A Call for Greater Quality Assurance in Postsecondary English Language Education in Japan

2021 ◽  
Vol 45 (4) ◽  
pp. 11
Author(s):  
Davey Young
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
English Language ◽  
Language Education ◽  
Organizational Factors ◽  
English Language Education ◽  
Language Programs ◽  
Japanese Higher Education ◽  
Lesson Delivery ◽  
English Language Programs

Quality assurance (QA) is a necessary component of language education that is too often overlooked or absent in Japanese higher education institutions. This paper discusses the notion of QA in language education generally, briefly outlines the landscape of QA in postsecondary English language programs in Japan, and discusses some organizational factors that may help or hinder QA in such contexts. The paper concludes with recommendations for how postsecondary English language programs in Japan can offer more robust QA measures in order to provide a uniform standard of course and lesson delivery to all students. 質保証は言語教育になくてはならない一要素であるが、日本の高等教育機関においては、あまりにも見過ごされたり、欠けていたりしている。そこで本論は言語教育一般の質保証の観念について述べる。まず、日本の高等教育の英語教育プログラムにおける質保証の状況を簡単に概観し、その中で質保証の助けまたは妨げになるようないくつかの組織的な要因について論じる。最後に、日本の高等教育における英語教育プログラムが、全ての学生に対し、コースや授業の統一された基準を提供するべく、いかにより堅ろうな質保証の対策が講じられるかを提案する。

scholarly journals DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2019 ◽  
Vol 5 (1) ◽  
pp. 56-65
Author(s):  
Khilda Shopia ◽  
Ifan Iskandar
Keyword(s):  
Classroom Management ◽  
Learning Outcomes ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Teaching Practicum ◽  
Course Planning ◽  
Teaching Competence ◽  
Education Study

The needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, evaluation and revision. Eight existing syllabuses of Practical Key Teaching Competence were analyzed. They are the syllabuses of Lesson Course Planning, Teaching Practicum and Classroom Management from some Universities in Indonesia. The findings showed that most of the existing syllabuses were not completely ICT competences integrated. ICT competences appeared only in learning outcomes, course learning outcomes, indicator, materials, teaching method, media of learning and assessment but not in basic information, course description, policy, grading and reference. The dominant level of ICT competences applied in the existing syllabuses was Technology Literacy. Then, it was found eleven steps of procedure to design syllabuses of Practical Key Teaching Competence integrated ICT competences. The prototype syllabuses integrated ICT competences were designed. The entire components of the designed syllabus infused ICT competences except Time Allocation. The proposed syllabuses implemented types of integrated syllabus for Lesson Course Planning and Classroom Management. Then, task based syllabus was used for Teaching Practicum that integrated by ICT.  Keyword : ICT- Competences, Practical key teaching Competence Syllabuses, EPG, UNESCO ICT Competences Framework for Teacher

scholarly journals The influence of mathematics anxiety and emotional quotient on English language education students’ statistics learning outcomes

2020 ◽  
Vol 6 (2) ◽  
pp. 190-203
Author(s):  
Dian Ratna Puspananda ◽  
Oktha Ika Rahmawati
Keyword(s):  
Learning Outcomes ◽  
Mathematics Anxiety ◽  
English Language ◽  
Language Education ◽  
Education Students ◽  
English Language Education ◽  
Internal Factors ◽  
Emotional Quotient ◽  
Statistics Course ◽  
Mathematical Anxiety

The internal factors (characteristics) of students are assumed to have an impact on the learning process. Internal factors of students include motivation, creativity, intelligence, emotional intelligence, anxiety, etc. Most English language education students still worry about statistics course, which contains numbers and different calculation process types. However, the ‘statistics’ course is a compulsory subject that students must study, particularly at IKIP PGRI Bojonegoro, which is very useful to complete final and daily assignments. Statistics is a part of mathematics that studies how to access, analyze, and interpret data. Most English language education students find numbers-related topics difficult. Anxiety in subjects related to numbers is assumed to affect students' psychological state, especially emotional states, which is an important factor that leads to achievement. This study aimed to determine the effect of mathematics anxiety and emotional quotient on English language education students' statistics learning outcomes at IKIP PGRI Bojonegoro. The subjects in this study were the third-year students of English language education in 2019/2020. The technique of data analysis used was the Multiple Regression Analysis. The data were obtained from questionnaires and documentation. The results showed that mathematical anxiety and emotional quotient affect English Language Education students' statistics learning outcomes at IKIP PGRI Bojonegoro. This is evidenced by the value of Fcount = 69,992 higher than Ftable = 1,607. Mathematical anxiety and emotional quotient affect the statistics learning outcomes by 74.9% (strong category).   Faktor internal (karakteristik) mahasiswa diduga dapat mempengaruhi proses pembelajaran yang dilakukan. Ada banyak faktor internal (karakteristik) mahasiswa diantaranya motivasi, kreatifitas, kecerdasan spiritual, kecerdasan emosi, kecemasan, dan lain-lain. Sebagian besar mahasiswa prodi pendidikan bahasa inggris masih merasa cemas dengan mata kuliah statistika yang banyak mengandung angka dan berbagai macam proses penghitungan. Padahal statistika wajib dipelajari oleh setiap mahasiswa khususnya di IKIP PGRI Bojonegoro karena merupakan mata kuliah wajib yang sangat bermanfaat dalam penyelesaian penulisan tugas akhir maupun kehidupan sehari-hari. Statistika merupakan bagian dari ilmu matematika yang mempelajari tentang cara memperoleh, menganalisis, dan menginterpretasikan data. Mahasiswa menganggap mata kuliah yang berhubungan dengan angka selalu sulit. Perasaan cemas pada mata kuliah yang berhubungan dengan angka tersebut diduga dapat memengaruhi kondisi psikis mahasiswa khususnya ranah emosi, padahal emosi merupakan faktor penting yang dapat mempengaruhi prestasi seseorang. Dari penjelasan tersebut tujuan dari penelitian ini adalah untuk mengetahui pengaruh mathematic anxiety dan emotional quotient terhadap hasil belajar statistika mahasiswa Pendidikan Bahasa Inggris IKIP PGRI Bojonegoro. Subjek pada penelitian ini adalah mahasiswa tingkat III tahun akademik  2019/2020. Teknik analisis data menggunakan Analisis Regresi Ganda. Data diperoleh melalui kuesioner dan dokumentasi. Hasil penelitian menunjukkan mathematic anxiety dan emotional quotient memengaruhi hasil belajar statistika mahasiswa Pendidikan Bahasa Inggris IKIP PGRI BOJONEGORO. Hal ini dibuktikan dengan nilai Fhitung = 69,992 lebih besar daripada Ftabel=1,607. Mathematic Anxiety dan emotional quotient memengaruhi hasil belajar statsitika mahasiswa pendidikan bahasa inggris sebesar 74,9%. Pengaruh mathematic anxiety dan emotional quotient sebesar 74,9% masuk dalam kategori kuat.

scholarly journals STUDY OF EXPOSITION PARAGRAPH DEVELOPMENT IN TARBIYAH AND TEACHER TRAINING FACULTY STUDENTS

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Muhammad Hurmaini
Keyword(s):  
Learning Outcomes ◽  
Prospective Teachers ◽  
English Language ◽  
Language Education ◽  
Islamic Education ◽  
English Language Education ◽  
Study Programs ◽  
Teaching Faculty ◽  
Essay Tests ◽  
Descriptive Method

<p>This research was motivated by the low learning outcomes of developing the exposition paragraph of the students of the Tarbiyah and Teaching Faculty of UIN Sulthan Thaha Saifuddin Jambi. Students as prospective teachers had to be able to develop effective paragraphs than their students. This study aims to: describe the level of ability of students to develop exposition paragraphs, in terms of (1) aspects of paragraph cohesiveness, (2) aspects of the coherence of paragraphs, and (3) aspects of paragraph effectiveness. This research used a descriptive method. The selected sample was proportional randomly 34 pieces of exposition paragraphs, consisting of 1220 sentences written by 169 students from four study programs (Islamic Education, <em>Madrasah Ibtidaiyah</em> Teacher Education, Mathematics Education, and English Language Education). The method of data collection was in the form of essay tests. Data for each sentence and paragraph is analyzed and interpreted according to its classification by the process of sentences per sentence, and cards per card. After that tabulated then percentage.</p>

scholarly journals MODEL EVALUASI REFLEKTIF KURIKULUM PENDIDIKAN BAHASA INGGRIS DALAM PENGEMBANGAN KARAKTER BANGSA

2014 ◽  
Vol 18 (1) ◽  
pp. 72-88
Author(s):  
Monika Gultom ◽  
Sumarno Sumarno ◽  
Suwarsih Madya
Keyword(s):  
English Language ◽  
English Education ◽  
Curriculum Evaluation ◽  
Language Education ◽  
Reliability Coefficient ◽  
National Character ◽  
English Language Education ◽  
Study Program ◽  
Education Study ◽  
Composite Reliability

Penelitian ini bertujuan untuk mengembangkan model evaluasi reflektif kurikulum rumpun mata kuliah keahlian pendidikan bahasa Inggris untuk memotret penuangan nilai-nilai karakter bangsa di dalam kelas. Penelitian pengembangan ini menggunakan pendekatan campuran dalam lima tahap, yaitu studi awal, pendefinisian, perancangan, peragaan, dan pengembangan. Penetapan konstuk dilakukan melalui penilaian pakar, dengan subyek penelitian dosen dan mahasiswa di Program Studi Pendidikan Bahasa Inggris yang ada di DIY. Penentuan koefisien reliabilitas instrumen evaluasi menggunakan program SmartPLS Versi 2.0.M3 dan uji kelayakan model dengan program GeSCA. Hasil penelitian menyimpulkan: (1) model evaluasi yang dikembangkan didukung oleh lima instrumen evaluasi; (2) validitas, reliabilitas, dan kepraktisan instrumen evaluasi telah teruji melalui kegiatan FGD, teknik Delphi, dan analisis faktor konfirmatori non-parametrik; (3) koefisien reliabilitas komposit kelima instrumen adalah sebesar 0,93; 0,91; 0,95; 0,95; dan 0,86; (4) hasil uji kelayakan model menunjukkan model didukung oleh data ditunjukkan oleh nilai GFI 0,99 dan SRMR 0,06; 5) Pedoman penggunaan model dalam bentuk panduan evaluasi. Kata kunci: pengembangan model evaluasi kurikulum, karakter bangsa ______________________________________________________________ MODEL OF REFLECTIVE CURRICULUM EVALUATION OF ENGLISH LANGUAGE EDUCATION IN DEVELOPING NATIONAL CHARACTERAbstract This study aimed to develop a model of reflective curriculum evaluation at the English Education Study Program that portrayed the delivery of the values of national character in the classroom. This development study used mixed approach carried out in five phases:  initial study, defining, designing, demonstrating, and developing.  The constructs of instruments were developed based on expert judgments; the subjects were lecturers and students of English Language Education Study Program in four universities in Yogyakarta Special Territory. The composite reliability coefficient of the instruments was analyzed by SEM program of SmartPLS Version 2.0.M3 and test of fit model by GeSCA. The result of the study concluded: 1) the developed model evaluation was supported by five instruments of evaluation; 2) validity, reliability, and its implementation had been verified through FGD, Delphy techniques, and non-parametric confirmatory factor analysis; 3) the composite reliability coefficient of the five instruments was 0.93, 0.91, 0.95, 0.95, and 0.86; 4) the result of the test of fit model indicated that  model was supported by the data with GFI 0.99 and SRMR 0.06; 5) The guidelines of using the developed model consisted of background, rational, components of assessment, guidelines, and application sample.Keywords: developing model of curriculum evaluation, national character

Impacts of Globalization on English Language Education Across Inner, Outer, and Expanding Countries

2021 ◽  
pp. 131-158
Author(s):  
Xiaoli Yu ◽  
Veysel Altunel
Keyword(s):  
English Language ◽  
English Education ◽  
Language Education ◽  
Common Theme ◽  
English Language Education ◽  
English Curriculum ◽  
Methods And Techniques ◽  
Expanding Circle ◽  
The Common ◽  
Circle Model

This chapter tackles the critical changes that have occurred in English language education in different countries under the progress of globalization. Adhering to comprehensiveness, the changes in representative countries across different categories are discussed. The division of the categories is based upon Kachru's Three Circle Model, namely the Inner Circle, the Outer Circle, and the Expanding Circle. Within each circle, two representative countries are addressed. Major changes related to the field of English language education in these countries include issues such as educational policy, English curriculum designing, English teaching research, methods and techniques, English educators' and learners' perspectives, and so forth. Throughout the synthesizing and comparing process, the common theme that is used to connect the six countries is globalization; discussions are centered on how the changes are influenced by globalization. The chapter concludes by addressing the future issues each country might face and their further directions in advancing English education.

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